Workshop How can school leaders make the new curriculum work for their pupils? Peter Hall Jones

The new curriculum What’s new about it?

Leading the curriculum Or managing it… just

creative Is globally aware Questioning communicates well confident takes risks social justice thirst for knowledge tolerance curious generates ideas flexible perseveres listens and reflects critical self-editing skill humanity shaper literate willing to have a go thinks for themselves shows initiative gets on well with others makes a difference acts with integrity morality self-esteem patriotism ‘can do’ attitude national identity learns from mistakes independent With thanks to QCDA

1 WHAT are we trying to achieve? Three key questions 2 HOW do we organise learning? 3 HOW WELL are we achieving our aims? Assessment fit for purpose To make learning and teaching more effective so that learners understand quality and how to improve Assessment Uses error positively Includes individual target setting Includes testing Includes peer- and self- evaluation Includes peer- and self- assessment Gives advice on what and how to improve Celebrates success against agreed criteria Has understood, shared and negotiated success criteria Has clear learning intentions shared with pupils Builds a more open relationship between teacher and learner Including all learners Opportunities for learner choice and personalisation Using a range of audiences and purposes Taking risks Matching time to learning need, eg, deep, immersive and regular frequent learning Community and business links Building on learning beyond the school In tune with human development A range of approaches, including enquiry, active learning, practical and constructive Dimensions spiritual – moral – social – cultural personal development, health and well-being – active citizenship and community action – enterprise and entrepreneurship – cultural diversity, identity and belonging – technology and the media – global dimension and sustainability Learning approaches National curriculum A & DMaCiD & TEnGeHiICTSc PSHE PEMuMFLRECEG Personal, social and emotional development Communication, language and literacy Mathematical development Knowledge and understanding of the world Physical development Creative development Components LessonsOut of schoolExtended hoursRoutinesEventsLocationsEnvironment The curriculum as an entire planned learning experience underpinned by a broad set of common values and purposes Securing Accountability measures Further involvement in education, employment or training Attainment and improved standards Behaviour and attendance Civic participation Healthy lifestyle choices Every child matters outcomes Enjoying and achieving Safety Health Contributing positively Achieving economic wellbeing Focus for learning Attitudes and attributes eg, determined, adaptable, confident, risk-taking, enterprising Knowledge and understanding eg, big ideas that shape the world Skills eg, literacy, numeracy, ICT, personal, learning and thinking skills Curriculum aims Successful learners who enjoy learning, make progress and achieve Responsible citizens who make a positive contribution to society Confident individuals who are able to lead safe and healthy lives The curriculum aims to enable all young people to become A big picture of the curriculum

1 WHAT are we trying to achieve? Three key questions 2 HOW do we organise learning? 3 HOW WELL are we achieving our aims? Lessons Out of school Extended hours RoutinesEvents Locations Environment/ culture The curriculum as an entire planned learning experience underpinned by a broad set of common values and purposes Components A big picture of the curriculum

Florence Nightingale.. Topic or an assembly?

How would you?

Knowledge Create Evaluate Apply Understand Remember

Hirschian knowledge

How?

6 degrees of separation

Expert led curriculum

Wiki curriculum

Flash mob curriculum

App curriculum

Road name curriculum

BLP Claxton Values Based Education Hawkes

Mantle of the Expert

101 things to do Before you die of boredom doing the National Curriculum